P.S.DHAURERA

P.S.DHAURERA was established in 1958 and it is managed by the Department of Education. It is located in Rural area. It is located in MATHURA block of MATHURA district of Uttar Pradesh. The school consists of Grades from 1 to 5. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 4 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is None and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 105 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided but not Prepared in School Premises providing mid-day meal.

P.S.DHAURERA: A Rural Primary School in Mathura, Uttar Pradesh

P.S.DHAURERA is a government-run primary school located in the rural area of Mathura district in Uttar Pradesh, India. Established in 1958, the school caters to students from Grades 1 to 5 and operates as a co-educational institution. It offers a primary-only education with Hindi as the primary language of instruction.

The school boasts a well-maintained building with four classrooms and additional space for non-teaching activities, including a dedicated room for the headmaster/teacher. The infrastructure includes a pucca boundary wall, electricity connection, and a functional playground.

While the school doesn’t have a pre-primary section, it provides a library with a collection of 105 books, offering valuable resources for students. The school also prioritizes accessibility with ramps for disabled children to access classrooms, although it doesn’t currently have computers for teaching and learning purposes.

P.S.DHAURERA has dedicated staff, including one male teacher and nine female teachers, totaling ten teachers in all. The school is managed by the Department of Education and provides mid-day meals for students, although the meals are not prepared on-site.

The school’s location in a rural area highlights its significance in providing quality education to children residing in the surrounding villages.

Key Features of P.S.DHAURERA:

• Established: 1958
• Management: Department of Education
• Location: Rural
• Grades: 1 to 5
• School Type: Co-educational
• Instruction Medium: Hindi
• Classrooms: 4
• Library: Yes, with 105 books
• Playground: Yes
• Drinking Water: None
• Toilets: 1 boys, 1 girls
• Ramps for Disabled: Yes
• Computers: No
• Computer Aided Learning: No
• Mid-day Meal: Provided (not prepared on-site)
• Total Teachers: 10 (1 male, 9 female)

Accessibility and Infrastructure:

P.S.DHAURERA has a pucca boundary wall and electricity connection, ensuring a secure and conducive learning environment. The school has dedicated spaces for classroom instruction and non-teaching activities.

Educational Resources:

The school provides a library with a considerable collection of books, promoting a love for reading among students. While the school doesn’t currently offer computer-aided learning, the presence of ramps for disabled children signifies a commitment to inclusivity.

Community Involvement:

P.S.DHAURERA plays a crucial role in the community by providing quality education to children in a rural setting. The school’s efforts to provide mid-day meals contribute to the well-being of students and encourage regular attendance.

P.S.DHAURERA stands as a testament to the commitment of the government to providing basic education to all children, regardless of their background. The school’s focus on accessibility, infrastructure, and academic resources makes it a valuable asset to the community and a vital contributor to the educational development of its students.